What does a Romantic Classroom Look Like?

Reflections, questions, & forum for response.
The dawn of another academic year always comes with a slew of first year Teaching Assistants. Graduate students must now stand up in front of the classroom and, if any of them are like me, spend more time reflecting on their own learning processes than ever before in their academic life. Like so many gradate TAs I don’t have the option to choose which courses or syllabus to teach, but rather am assigned courses that vary between English Composition 100 and Intro to Literature. I’m not complaining as each opportunity provides the space to learn a new topic that otherwise might have slipped my academic history.
Continue reading “What does a Romantic Classroom Look Like?”

The Romantic Reply to the that Terrible Question: Valuing the Humanities

One option out of a wide array of graduate seminars to choose for this current Spring semester ranging from the theory heavy to the literature heavy, and usual contenders (i.e. my much beloved courses on Modernism and the 18th c. novel) stood out among the rest in sheer ambiguity: the public humanities. The seminar is an interdisciplinary course that includes graduate students from various departments. Continue reading “The Romantic Reply to the that Terrible Question: Valuing the Humanities”

"The world’s first instant mashed potato factory," and other Romantic-era food innovations

As a lover of anecdotes in a field (English) that doesn’t always embrace them in its scholarship, I often come upon delightful details I want to share, but can’t—in my dissertation, at least. So, it makes me especially happy to have the opportunity to write for this blog, as I get the chance to relate all the fun facts I’ve been learning in my food studies-related reading. Today, I’m expanding from my previously England-centric scope to delve into E.C. Spary’s recent book Feeding France: New Sciences of Food, 1760–1815.51Nvpf-pocL._SX258_BO1,204,203,200_ Continue reading “"The world’s first instant mashed potato factory," and other Romantic-era food innovations”

Sleep, Dreams, and Poetry

Endymion is one of the funniest heroes in Romantic poetry, mainly because he is so frequently fainting and falling asleep. He sleeps so often that I struggle to separate his waking and sleeping, a common problem for Keats that I want to talk about in this post. I have written previously about shared feeling and cognition, and dreaming is a particularly interesting case study for these topics, I think.
Let me catch you up to the ideas I’ve been toying with for my dissertation. I have come to believe that for Keats communion across time and space is enabled by acts of reading and the shared feelings reading encourages. Feelings circulate, via a text, among the bodies engaged in acts of reading (or other aesthetic experiences), and feeling is always an embodied cognitive experience. Therefore communion is realized (not just imagined) in the embodiment of transferred or circulated affect, a reactivation or revitalization of feelings in the moment of reading. From these assumptions, I begin my study of sleep and dreams. Continue reading “Sleep, Dreams, and Poetry”

Join the Red Pen Society: an argument for copy editing

Editing is the bane of my existence. It’s monotonous. It’s time consuming. It’s well, hard. Choosing what words and sentences to amend or even eliminate often feels like butchering your own children. But what happens when you are entrusted with someone else’s baby? Acting in an official editing position in any capacity, be it for a manuscript, article, or publication of any kind, is an honor and a privilege—albeit a terrifying one.
Maybe you are one of the lucky ones, and taking out a red pen or sitting with a large cup of coffee at your computer with thousands of words waiting for the guillotine of your keystroke is an exciting task, not a daunting one. Bless you. Despite my undergraduate degree in journalism and years spent as a school newspaper editor, I still struggle with copy editing. But I am trying to change. Continue reading “Join the Red Pen Society: an argument for copy editing”

Trick yourself into productivity: the best technologies to keep you focused

‘Tis the season—to become a crazy hermit living under a pile of blankets and books as a tangle of charging cords threatens to spill your very full coffee mug or wine glass (or both, no judgment) onto your laptop. The worst time of the school semester is upon us as the holidays collide with final deadlines. Student grades need to be finalized and seminar papers written, all while family and friends  inundate you with invitations to various shenanigans. Personally, this is the time of year where I struggle to get everything done while still enjoying the holiday cheer and remaining sane. So I have compiled a list of the best technologies tested by yours truly to help you reach your deadlines, whatever they may be. Good luck! Continue reading “Trick yourself into productivity: the best technologies to keep you focused”

Rethinking Workspace

My husband got a new job as a software developer, and right now he’s working from home. I have found in the short time since he took this new position that we cannot both work from home at the same time. The work environment he cultivates to be productive does not jive with my own. I like to work from my couch, preferably with a dog or two sleeping next to me. I like to have the television on but muted, and the front windows open to let in natural light. My husband works in the adjacent room, our office, with two computer screens in front of him, listening to the comedy station on Pandora and holding videoconferences with his development team intermittently throughout the day. My threshold for how many stand up routines I can endure is severely low, I must admit. So in the last month, I have been transitioning to an on-campus work routine. Continue reading “Rethinking Workspace”

Use Value and Literary Work: Poetic Identity in 19th Century Britain

I am a few days from submitting a full draft of my Ph.D. comprehensive exam rationales. These short written explanations/defenses of my lists are intended to help my committee see how I chose my texts, how I conceptualize the time periods, and what kinds of questions to pose in my oral exam next month.  No pressure, right?  I am not required as of yet to make groundbreaking strides in our field.  (I have four months until the dissertation proposal is due.)  For now, I am to demonstrate a confident knowledge of the area and its current critical debates.

And I must say, despite all odds: I am really enjoying this process.  I mean REALLY enjoying it.

Months upon months ago, I began designing my lists according to major themes in Romanticism and Victorianism.  I borrowed this approach from an old Victorian lit syllabus that divided our readings into the major debates of the period.  Luckily, the Victorian epoch already has names for many of these debates– we get “the woman question” and “the condition of England.” I started there and tried to work backward to see similar debates in Romanticism.  Not impossible, but I eventually abandoned these categories, finding many texts too difficult to compartmentalize.  Within and across the lists, I found too much resistance to these neat categories.

The porous boundaries between literary movements or cultural epochs are a consistent point of debate in literary studies. (This acknowledgment heads the disclaimer we sign upon entering grad school, right? “We all know this fact, but you, grad student, are responsible for challenging these textual boundaries in intelligent and original ways for the next six years”). The long-nineteenth century in British literature itself must expand at both ends to encompass a least a decade in each direction to make adequate sense in the ways we critics currently construct the period. And this is not a phenomenon reserved for the afterlife of each movement alone, but rather the writers and theorists of the Romantic and Victorian movements look backward and forward in attempts to situate themselves and their literature within a cultural narrative that shapes and is shaped by their work. Indeed, what I find definitive of the nineteenth century, a point of connection that unites the various authors and genres represented in my comprehensive exam lists, is a desire for clear situation within and beyond an epoch.

The writers we study desire a lasting cultural influence. They seek to shape and correct, to play a significant role in cultural formation and the national story. I argue that this desire to influence and make a mark is a symptom of economic insecurity. With an emphasis on practicality and pragmatism (the use-value of work) as the bourgeois class rises to influence across the Romantic and Victorian epochs, the “word’s worth,” if you will, of a man or woman of letters seems to require its own proof. This need to defend and define one’s usefulness in society and to posterity (on top of the need to prove one’s self within a chosen vocation, as with Keats, Hunt, DeQuincey and numerous women writers like Mary Robinson) creates a significant identity crisis that gets translated across the century into various points of cultural and historical contention.

"Work" by Ford Maddox Brown, 1865
“Work” by Ford Maddox Brown, 1865

John Guillory writes a compelling history of “use value,” how it was invented and how it comes to odds against aesthetic value in the early nineteenth century. I came to Guillory through Mary Poovey’s brilliant 2008 book Genres of the Credit Economy. Hers is a book you read and pine over, jealous you hadn’t written it first.  Of course the list of books I wish I had written has grown well beyond anything I could reasonably produce in a long academic career; nonetheless, I continue to drool and dream. Teasing out what Poovey calls a “double-discourse of value,” Guillory argues that aesthetic value depended on the emergence of “use value” as an economic concept in the late eighteenth century.  Looking to Adam Smith’s Theory of Moral Sentiments and Wealth of Nations, Guillory states that use value was invented to discursively clarify the relationship between production and consumption. It seems the people—literary writers and theorists?—were uncomfortable with the affective motivation behind ascribing a product value. Under the increased pressure for utility and practicality, valuing a work of art because of the pleasure it brings seemed a tenable (at best) justification for the time and effort expended in producing and consuming it. Therefore, the discourse substituted in use value which seems to marry production and consumption and get rid of the warm, fuzzy emotional value of art.

At the same time, Literature with a capital “L” cannot become so useful as to be absorbed into other types of writing like economic, scientific, or political writing (here’s the heart of Poovey’s book– how the distinctions arose between the genres).  So here’s the rub—aesthetics branches off from economic discourse for the first time, reiterating that not all written products are works of art. But what’s more, the products that appear like works of art may not be.  Thus Literary writers define what is “fine art” and distinguish between types of imaginative production based upon their adherence to the definition (namely, a work should not call attention to itself as a commodity, so rule out popular works and works of “immediate utility”).

But does this dismissal of “immediate utility” give leeway enough for my argument that poets and novelists in the nineteenth century feel the need to prove their utility?  I say, absolutely yes.  In my own adaptation of this cultural narrative, this is the crux of poetic identity in crisis. Suddenly (or not so suddenly, really, but now of sudden we have the language to explain this phenomenon) literature’s worth can no longer be taken as indisputable fact.  Suddenly, artists must defend the cultural relevance of the work.  What work does Literary work perform? Ironically, Wordsworth’s Prelude (esp. the 1805 version) justifies his seemingly self-indulgent aesthetic exercise in tracing the development of the poetic genius as performing the cultural work of a natural philosopher or historian, as he uses himself as the case study of a mind in development during upheaval of the French Revolution. Similarly, guarding his work against accusations of sensationalism or shock value, DeQuincey justifies his Confessions as being a comprehensive (scientific?) study of the effects of opium consumption, adding the potential educational benefits his mistakes may provide for the reader.

Perhaps more interestingly, Victorians like Thomas Carlyle and Matthew Arnold seek to define a use value for the aesthetic products more obviously abstracted from immediate utility than Wordsworth’s or DeQuincey’s.  Here we have a sense of immediate cultural crisis—the moral fabric of society is degrading as the class boundaries seem to be dissolving, gender roles (especially in the literary marketplace) seem to be in flux, science is questioning what it means to be human (and to be particular kinds of humans, etc). Carlyle and Arnold foresee anarchy, and they don’t seem too extreme with these concerns.  Radical individualism, as Carlyle terms it “democracy,” erases the need for leaders to model correct behavior.  And what will we do without models?  How can we possibly be moral without seeing what morality is?  How can we be cultured if everything and everyone is valued equally?  Carlyle’s answer: heroes and hero worship.  And significantly, his heroes always have a poetic sensibility, that is when his heroes are not poets themselves. Likewise, Arnold famously writes that culture is the answer to anarchy. To read and see all the best that has been known and created–this will civilize and make moral the British populace in flux.

I can see these economic questions of “work” and “value” at the root of my original categories, the major crises of the nineteenth century in British culture.  I feel as though this framework lends itself to a discussion of so many topics in recent scholarship: mental science, gendered work (domestic novels vs. fin de siècle adventure novels; sensibility and sentimentalism; etc.), professionalization of bourgeois occupations, dissenting culture, the widening franchise, the bard’s role in nation-making and historical record, scientific advancement and religious doubt, etc.
All this to say, I am arguing a relationship between economic and social (class) change as the root of writers’ identities. I see the common thread between nineteenth century writers as their struggle to negotiate aesthetic vocations within a market and within a society that seeks a use value for all products (read utilitarianism, read Victorian work ethic, read rise of bourgeois values). Meanwhile every fiber of their beings wants to privilege fine art above products with an immediate utility. Fine art is for posterity, it is lasting and transcendent. Okay so “every fiber” is a gross overstatement, and my actual narrative challenges this art for art’s sake assumption. Ultimately, there is a real anxiety about whether literary work performs a cultural service, and these writers vie for recognition of their worth both personally and occupationally, both in the moment and in literary history.

"I have a new leaf to turn over:" A Romanticist's Resolutions for 2014

I think we can all agree that Keats’s Endymion (1818) was a critical and commercial failure. As Renee discusses in her post, Tory reviewers lambasted the poem because of Keats’s affiliation with outspoken radical Leigh Hunt. Although the poem’s most notorious critic, John Gibson Lockhart, notes its metrical deviations from the traditional heroic couplet form, he spends more time attacking Keats personally: “He is only a boy of pretty abilities, which he has done every thing in his power to spoil.” It’s no wonder, then, that Keats’s letters written in the months that followed show a recurring preoccupation with self-improvement, or “turning over a new leaf.” In a short letter to Richard Woodhouse (friend and editor) dated December 18, 1818, he writes “Look here, Woodhouse – I have a new leaf to turn over: I must work; I must read; I must write.” He’d repeat the phrase again that April in a letter to his sister, complaining that he had “written nothing and almost read nothing – but I must turn over a new leaf.”
Due to my unfortunate tendency to self-identify with whomever I’m reading (“OMG, Keats, I know EXACTLY what it’s like to have your work rejected and then mooch off your friends because you have no money. WE ARE THE SAME PERSON.”), Keats’s desire to “turn over a new leaf” resonates as I prepare for a new semester of graduate school in the new year. While our situations are slightly different – constructive criticism of a seminar paper not quite as devastating as the complete and utter failure of a published book  – his mantra for self-improvement sounds eerily like that of a graduate student: “I must work; I must read; I must write.” In the spirit of turning over a new leaf, and hopefully transforming that Endymion-esque seminar paper into a Lamia, I present to you my academic resolutions for 2014. I should note that many of these will be obvious to the more seasoned scholars among you, but for all of you newer grads out there, I hope you’ll find my mistakes instructive.
Resolution #1: I will develop arguments from texts instead of making texts conform to my arguments. 
This one seems easy in theory, but it’s something I’ve been struggling with throughout the semester. I’ll read one text – Endymion, let’s say – and then a bunch of criticism, and its reviews, letters, etc. Then, I’ll develop an idea about how Keats’s later poems revisit the same genre and politics as Endymion, but ultimately rewrite them. Except, I’ll form this connection even before I’ve read the later poems, just because it sounds so smart and will make such a good paper. Then, I’ll set about writing the paper and finally get around to reading Lamia, Isabella, The Eve of St. Agnes, and other poems (1820), and only then will I realize that the texts interact in completely different ways than I had originally thought. Of course, there’s not enough time to completely rewrite my paper, so I stick with the argument, praying that the reader doesn’t realize I made this crucial error.
So, simply put, I resolve to stop doing this faulty method of research. I’m going to let myself be confused by texts, and stop trying to develop beautiful, complex arguments before I’ve had time to fully read and think about them. If a brilliant idea pops into my head before I’ve done this, I’ll write it down, set it aside, and consider it later. As a wise professor once told me, “Always start with close reading. If you leave it till the end, it will always most certainly change your argument.”
Resolution #2: I will accept that I am, first and foremost, a student.
A wise man (Michael Gamer) once told a group of English majors, “graduate students are full of themselves.” I hate to say it, but I’m living proof of this. I started graduate school last August under the impression that I was a Romanticist. In my undergrad days I was merely an “aspiring Romanticist,” but starting a Ph.D. program gave me the right to crown myself with the full title. Once I was accepted, I thought that I had made the transition from student to scholar, and deceived myself into believing that I knew more about my field than I actually do. Thankfully, the enormous ego that Michael prophesied was soon deflated when I realized a few weeks into class that, in fact, I know very, very little about the period in which I claim to specialize. Of course, this realization was accompanied was a decreased sense of self-worth, doubt about whether I was in the right line of work, and a frantic conversation with my advisor in which I dramatically exclaimed, “I KNOW NOTHING!” “That’s ok,” he assured me, “you’re a student, and you’re not supposed to. Frankly, you’d be surprised how many people in the field don’t know much either.” So, for 2014, I resolve to remind myself that I’m not a scholar yet; I’m a student. I will accept the limits of my knowledge while doing my best to expand them.
Resolution #3: I will overcome writing anxiety.
This problem plagues many of us, and it’s one of my biggest areas for improvement in the new year. Sometimes, the sheer size of what I need to write, the nearness of the deadline, and difficulty of the subject matter create a Kafka-esque paralysis in which no writing is accomplished. I can tell I’m experiencing this when I go to extra lengths to avoid starting a paper, whether it’s extra research, extensive outlining, or a meticulously organized Spotify playlist entitled “Writing.” As many of us know, talking about writing and thinking about writing is not actually writing. The only way to overcome this problem is simply to write more. At the advice of many of my peers, I plan to write everyday, especially while I conduct research. There were simply too many times this year when I was tempted to end my seminar papers in the way that Milton ended “The Passion” (1620): “This Subject the Author finding to be above the years he had when he wrote it, and nothing satisfied with what was begun, left it unfinished.” I’m pretty sure only Milton could pull off that one.
Resolution #3.5: I will write my blog posts on time. 
This probably should’ve been number one. Thank you, Jake and fellow NASSR grads, for your patience.
Happy 2014!